مجلة الآداب و العلوم الإجتماعية
Volume 23, Numéro 1, Pages 243-265
2026-06-10
English-medium Instruction In Algerian Medical Higher Education: A Systematic Review From 2022 To 2026
Authors : Mellit Djihane .
Abstract
This systematic review synthesizes empirical studies examining how English Medium Instruction (EMI) is enacted and experienced within Algerian medical faculties between 2022 and early 2026. Its primary aim is to capture the perceptions of non-English-speaking medical students and teachers regarding the integration of EMI in the Algerian higher education context. The review also highlights stakeholders’ specific needs and the practical implications for teaching and learning practices in this setting. Following the PRISMA guidelines, the review ensured transparency and rigour in the identification, screening, and selection of relevant studies. Data were collected from five research articles retrieved from electronic databases, including ASJP, Google Scholar, and Research Gate, that directly addressed the study objectives. The findings show that while there is broad agreement among researchers on the benefits of EMI such as improving access to international medical literature and enhancing students’ English proficiency yet participants consistently report challenges that may hinder its effective implementation. These include insufficient teacher preparation, limited language support for students, and curricula that are not fully adapted to local educational realities. Consequently, the findings suggest that successful EMI implementation in Algeria depends on targeted institutional support, structured professional development for instructors, and thoughtful pedagogical adjustments to overcome language barriers and improve learning outcomes. This review contributes to the broader EMI research literature in Algeria as it attempts to provide a context-specific insights and recommendations for future research and practice, particularly regarding strategies to address the linguistic and pedagogical challenges identified in medical higher education.
Keywords
Algerian Medical Higher Education ; English as medium of instruction ; Non-English speaking students and teachers ; PRISMA guidelines, ; SLR.
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